This chapter is an extension of the case study on young people’s media practices. In directing attention to the ways in which young people experience media and computer science education in the classroom, it is the aim of this chapter to bridge the gap between young people’s vernacular and scholarly digital literacy practices. In arguing that there is indeed a disconnect between outside and inside the classroom media practices, the chapter explores entextualization processes. To make sense of their digitally mediated environments, the young participants’ voiced discourses construct school-taught digital media use in terms of coding and application skills. On the one hand, they construct media skills in instrumental ways. On the other hand, the young participants perceive media education mostly as a subject “just for fun”. The discursive formation of digital media in education thus seems to be largely market-driven and instrumental. Ultimately, this chapter offers insight how knowledge about media and computer science comes to be produced and (re)circulated in local settings and practices, such as those practices that seem to widen the gap between school-taught media literacies and young people’s social understandings of digital media.